Journal articles on the topic 'Collocation analysis'
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1
Nawir, Muhammad Syahruddin, Nur Aliyah Nur, and Nurul Hidayah. "AN ANALYSIS OF ENGLISH LEXICAL COLLOCATION IN TRANSACTIONAL SPEAKING AMONG STUDENTS OF ENGLISH EDUCATION DEPARTMENT AT ALAUDDIN STATE ISLAMIC UNIVERSITY OF MAKASSAR." English Language Teaching for EFL Learners 4, no. 2 (September 30, 2022): 100–105. http://dx.doi.org/10.24252/elties.v4i2.31126.
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This study focused on the use of lexical collocations in transactional speaking
skills of final year students majoring in English. This study aimed to determine the
students ability in using lexical collocation and identifiy its type in their transactional
speaking. The study conducted in Alauddin State Islamic University of Makassar. The
subject of this study were the final year students of English Education Department.
These students can be categorized as the intermediate learners of English because they
took speaking lectures one to three. It was important for their collocational knowledge
to be native-like. This study used a qualitative method. Researcher used interview as
the data collection tool. Then, the researcher analysed the transcript of the interview.
In analysing, researcher determined the collocation words and the types too, used
Oxford online collocation dictionary to check whether the collocation were true or
not. The findings showed that the students used English lexical collocations in their
transactional speaking. Researcher found 179 English lexical collocations are used by
the students. 81 of those collocations are correct. Researcher also found that they used
four types from total 6 types (based on Benson&Ilson) of English lexical collocation
which they tend to use the type 1 than the other types. The study therefore suggested
that the teacher and students should more concerned about the collocational
knowledge in this case lexical collocation.
2
Hasan, Atyaf, and Fatima Abdul Ghany Idrees. "A Socio-Pragmatic Analysis of Social Media Comments on Online Learning at the Time of COVID 19." ELS Journal on Interdisciplinary Studies in Humanities 3, no. 4 (December 30, 2020): 638–50. http://dx.doi.org/10.34050/elsjish.v3i4.11525.
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This paper was aimed to find out: (1) EFL learners of pre-service teaching program’s knowledge of collocation, and (2) EFL learners of pre-service teaching program’s perception about their knowledge of collocation and on collocation teaching in EFL setting. The data was collected from EFL learners of pre-service teaching programs of IKIP Muhammadiyah Maumere in Maumere East Nusa tenggara, Indonesia. To collect the data, a multiple choice of collocation test that consisted of thirty items was administered and 9 item of questionnaires about their perception toward collocation teaching materials, collocation learning methods, and collocation teaching techniques. The findings revealed that the average percentage of EFL learners of pre-service teaching program’s collocation errors through statistical analysis using SPSS 25.0 was 51, 50% (an average of 4.85 errors per participants). It was identified that 56.30% grammatical errors (an average of 10.68 errors per participants) and 42.60% lexical errors (an average of 10.54 errors per essay) were found. This implies that the most frequently committed errors were in the grammatical category. The study also revealed that 80% of EFL learners of pre-service teaching program agreed that the role of collocation in teaching and learning vocabulary was very important. 43% of them mostly learn collocations from the course book. They agreed that the most suitable level to learn o r teach collocations are from around elementary. They learn collocation bacause It is important for language proficiency while 30% of them said that techniques do you use in learning collocations was through translating. 40% of them agreed that reading was language skill(s) would be the most effective in learning collocations. The causes their collocational errors were 43% of them agreed that there is interference from Indonesia.
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Obeidat, Adham Mousa, and Tengku Sepora Tengku Mahadi. "COLLOCATION TRANSLATION ERRORS FROM ARABIC INTO ENGLISH: A CASE STUDY OF NAGUIB MAHFOUZ’S NOVEL “AWLAD HARATINA”." International Journal of Humanities, Philosophy and Language 2, no. 7 (September 23, 2019): 129–38. http://dx.doi.org/10.35631/ijhpl.270011.
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The purpose of this analysis is to understand the notion of translation errors while translating collocations from Arabic into English. The translation errors are found in the Arabic novel “Awlad Haratina” which is written by Naguib Mahfouz. The problem of translating collocations and the reasons behind those problems are studied based on Baker’s model of collocational errors which are the engrossing effect of source text (ST) patterning, misinterpreting the meaning of ST collocations, the tension between accuracy and naturalness, cultural-specific collocation and marked collocation in the source text. descriptive qualitative method is used as the method of this study. 71 errors are examined accordingly to find out the reason behind committing translation errors while translating collocation. The study reveals that the tension between accuracy and naturalness, cultural-specific collocation are the main reasons behind committing errors. As a result, the study finds that translators should pay more attention to the notion of collocation before the process of translation.
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Nguyen, Thi My Hang, and Stuart Webb. "Examining second language receptive knowledge of collocation and factors that affect learning." Language Teaching Research 21, no. 3 (April 4, 2016): 298–320. http://dx.doi.org/10.1177/1362168816639619.
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This study investigated Vietnamese EFL learners’ knowledge of verb–noun and adjective–noun collocations at the first three 1,000 word frequency levels, and the extent to which five factors (node word frequency, collocation frequency, mutual information score, congruency, and part of speech) predicted receptive knowledge of collocation. Knowledge of single-word items at the same word frequency levels was also examined. The results indicated that the participants were not close to a level of mastery of collocational knowledge at any word frequency level; knew less than 50% of each type of collocation overall; and that their knowledge of collocation significantly decreased at each level. The analysis also revealed that there were significant large positive correlations between knowledge of collocations and single-word items, and that node word frequency was the strongest predictor of receptive knowledge of collocation.
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Labira, Darmawan, Yohanes San Salvador L. Gili, and Felisitas Siano. "EFL Learners of Pre-Service Teacher Programs’ Knowledge of Collocation and Their Perceptions on Collocation." ELS Journal on Interdisciplinary Studies in Humanities 3, no. 4 (December 30, 2020): 615–28. http://dx.doi.org/10.34050/elsjish.v3i4.11951.
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This paper was aimed to find out: (1) EFL learners of pre-service teaching program’s knowledge of collocation, and (2) EFL learners of pre-service teaching program’s perception about their knowledge of collocation and on collocation teaching in EFL setting. The data was collected from EFL learners of pre-service teaching programs of IKIP Muhammadiyah Maumere in Maumere East Nusa tenggara, Indonesia. To collect the data, a multiple choice of collocation test that consisted of thirty items was administered and 9 item of questionnaires about their perception toward collocation teaching materials, collocation learning methods, and collocation teaching techniques. The findings revealed that the average percentage of EFL learners of pre-service teaching program’s collocation errors through statistical analysis using SPSS 25.0 was 51, 50% (an average of 4.85 errors per participants). It was identified that 56.30% grammatical errors (an average of 10.68 errors per participants) and 42.60% lexical errors (an average of 10.54 errors per essay) were found. This implies that the most frequently committed errors were in the grammatical category. The study also revealed that 80% of EFL learners of pre-service teaching program agreed that the role of collocation in teaching and learning vocabulary was very important. 43% of them mostly learn collocations from the course book. They agreed that the most suitable level to learn o r teach collocations are from around elementary. They learn collocation bacause It is important for language proficiency while 30% of them said that techniques do you use in learning collocations was through translating. 40% of them agreed that reading was language skill(s) would be the most effective in learning collocations. The causes their collocational errors were 43% of them agreed that there is interference from Indonesian.
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Li, Shouji. "美国留学生词语搭配的偏误分析及其对词语教学的启示." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 51, no. 1 (June 20, 2016): 62–78. http://dx.doi.org/10.1075/csl.51.1.03li.
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Using both quantitative and qualitative approaches, this study investigates the collocational errors in compositions written for the HSK (The Chinese language proficiency test) by American learners of Chinese. The results show that the vast majority of collocational errors are “verb + noun” collocations, and most of these errors are caused by the use of incorrect verbs. The main factors that caused these errors are also analyzed. The analysis shows that the misuse of synonyms, as well as orthographically and phonologically similar words, is the leading cause of the errors. The negative transfer of the learners’ mother tongue is also found to be a relatively important factor. Lastly, the study suggests that learners should be led by the teacher to notice collocations in texts, and then learn to construct collocation patterns on the basis of the analysis of the semantic features of most frequent words that collocate with the head words. The grasp of collocation patterns and the ability to generalize to more abstract patterns are some useful strategies to improve the outcomes of the teaching of vocabulary.
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Zhu, Ziqi. "CLEC-based Error Analysis of Collocations of Chinese English Learners." BCP Education & Psychology 4 (May 31, 2022): 135–49. http://dx.doi.org/10.54691/bcpep.v4i.784.
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China’s voice in the international arena is gradually increasing in the present era of economic globalization. In order to further strengthen the multifaceted communication with the world, Chinese students must improve their English learning and application skills. However, due to the distinct difference between Chinese and English, and the lack of an authentic communication environment, English collocation has always been a significant difficulty for Chinese students in the process of learning English. As a result, pragmatic errors frequently occur in their usage. Aimed to address Chinese students’ difficulties in applying collocation, this article takes the Chinese Learner English Corpus (CLEC) as the research object and AntConc as the retrieval tool to collect the noun-noun collocation errors (CC1) in CLEC, then further analyses and interprets the data obtained. It’s discovered that learners’ usage errors in noun-noun collocation are mainly divided into the following three categories: grammar error, Chinese English expression, and overgeneralization. By further interpretation and analysis, it is reckoned that negative transfer of native language, interlanguage fossilization, second-language teaching methods, negligence of collocation structure, and semantic constraints are the main reasons for noun-noun collocation errors. In terms of the above situation, this article proposes corresponding countermeasures for second-language teaching methods and English learning to enrich the current research on English collocations, seeking to provide a reference for the use and teaching of noun-noun collocations.
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Maisarah, Ira, and Indri Febriana. "An Analysis of Students’ Collocation Translation in EFL Classroom." INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY 1, no. 1 (May 28, 2021): 46–53. http://dx.doi.org/10.24036/ijolp.v1i1.10.
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This study sought to answer the question, "What is the English collocation found in student descriptive text translation?" This study was designed as descriptive qualitative research, and the study's data was described qualitatively. The data was taken from the student’s descriptive translation. The sources of the data in this study were sentences and expressions that contain collocation. Documentation is the only instrument used in collecting the data. To analyze the data, the researchers used data reduction, data display, and conclusion drawing/verification. The result of this study showed that (1) there were sixteen collocations found in student’s descriptive text translation and (2) the meanings of English collocations were fourteen had denotative meaning. To conclude, the collocation words do not only have one meaning but also have many meanings, and change the meaning based on the structure of the sentence in the text.
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Garibyan, Armine. "Interpreting collocations: An analysis of collocation dictionaries of: English, German and Russian." Lexicographica 35, no. 1 (December 1, 2019): 107–32. http://dx.doi.org/10.1515/lex-2019-0007.
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Abstract Unless online collocation tools have not become common yet, printed collocation dictionaries are still one of the few sources of checking collocative possibilities of a lexical unit. The aim of this paper is to analyse one printed collocation dictionary in each of the 3 languages: English, German and Russian and see which interpretation of collocation was focused on and what user groups were targeted. Also, it was attempted to see whether the morphological specificity of the languages was taken consideration of as compared to the structure of these dictionaries, and further determine whether inclusion or exclusion of certain language-specific information aims at a particular group of target users.
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Yulfi, Yulfi, Sastika Seli, and Reni Ariska. "An Analysis of English Lexical Collocation Found in English Newspaper." Linguistic, English Education and Art (LEEA) Journal 2, no. 2 (May 19, 2019): 100–115. http://dx.doi.org/10.31539/leea.v2i2.349.
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This study was conducted to find out the answer of question about what the English lexical collocation found in English Newspaper, The Jakarta Post. This study was designed as a descriptive qualitative research and data of the study was described in form of qualitative description. The data was taken from the headlines of the Jakarta post newspaper which published on April 4th - 9th 2016. The sources of the data in this study were sentences and utterances that contain collocation. Human instrument was the only instrument used in collecting and analyzing the data gathered. The result of this study showed that (1) there were fourty four English lexical collocations found in the Jakarta post newspaper and (2) the meanings of English lexical collocation were fourty three had denotative meaning and one had connotative meaning.
Keywords: english lexical collocation, words meaning, the Jakarta post
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Ding, Chen, and Barry Lee Reynolds. "The effects of L1 congruency, L2 proficiency, and the collocate-node relationship on the processing of L2 English collocations by L1-Chinese EFL learners." Review of Cognitive Linguistics 17, no. 2 (December 31, 2019): 331–57. http://dx.doi.org/10.1075/rcl.00038.din.
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Abstract This study investigated the effects of first language (L1) congruency, second language (L2) proficiency, and the collocate-node relationship (i.e., verb-noun, adjective-noun, noun-noun) on collocation processing by logographic L1-Chinese learners of English. Comparisons were made of accuracy rates and response times to a collocation lexical decision task completed by L1-Chinese English as a Foreign Language (EFL) English Majors (n = 30), L1-Chinese EFL non-English Majors (n = 30), and L1-English Native Speakers (n = 26). Analysis of the data revealed that while congruent collocations were processed more accurately and faster than incongruent collocations by both L1-Chinese participant groups, the English Majors showed a processing advantage over their non-English Major peers. Further analysis revealed a processing advantage for noun-noun collocations, providing additional evidence in explaining the difficulties L1-Chinese have in acquiring verb-noun collocations. These results and other nuanced statistical findings are discussed in relation to pedagogical means of enhancing L2 collocation acquisition by L1-Chinese speakers.
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Herrera, Ismael, and Mart�n D�az. "Indirect methods of collocation: Trefftz-Herrera collocation." Numerical Methods for Partial Differential Equations 15, no. 6 (November 1999): 709–38. http://dx.doi.org/10.1002/(sici)1098-2426(199911)15:6<709::aid-num7>3.0.co;2-x.
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Wulandari, Fransiska Selvy, and Barli Bram. "FREQUENT COLLOCATION OF ADJECTIVE-NOUN AND NOUN-ADJECTIVE: CORPUS ANALYSIS." JURNAL ILMIAH BAHASA DAN SASTRA 6, no. 1 (October 29, 2019): 1–8. http://dx.doi.org/10.21067/jibs.v5i1.3384.
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This paper investigated frequent collocations used by English learners. Specifically, it is a corpus-based study which focuses on the frequencies of 15 pairs of adjective-noun and noun-adjective collocations. The frequency was examined in two corpora, namely the Corpus of Contemporary American English (COCA) and the British National Corpus managed by Brigham Young University (BYU-BNC). The collocations are presented in the form of pairs to give the comparisons of frequencies between frequently used collocations and less frequently used ones, as seen in the corpora although they have a similar meaning. The present study aims to help English learners to be familiar with the more appropriate word choice used in their writing and speaking.
Keywords: collocation, corpus, COCA, BYU-BNC, English learner
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Baker, Paul. "The shapes of collocation." International Journal of Corpus Linguistics 21, no. 2 (August 29, 2016): 139–64. http://dx.doi.org/10.1075/ijcl.21.2.01bak.
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The tool GraphColl (Brezina et al. 2015) allows collocational networks to be identified within corpora, enabling corpus analysis to go beyond two-way collocation. This paper aims to illustrate the types of linguistic relationships that can appear when more than two words are considered, using graph theory to account for the different types of collocational “shapes” that can be formed within GraphColl networks. Using the reference corpus, the BE06, examples of different types of graphs were obtained and analysed in order to form an understanding of the sorts of relationships between words that occur in particular shapes. The analysis indicates that concepts from graph theory can be usefully integrated into corpus analysis of collocation as well as showing the potential for a more sophisticated understanding of the company that words keep.
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Swartz, Blair. "Conditioning Collocation." SIAM Journal on Numerical Analysis 25, no. 1 (February 1988): 124–47. http://dx.doi.org/10.1137/0725010.
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Suparno, Darsita, Ulil Abshar, Mulyadi Mulyadi, and Santje Iroth. "COLLOCATION OF ENGLISH, ARABIC, AND INDONESIAN COVID-19 TERMS." Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 8, no. 2 (December 31, 2021): 189–208. http://dx.doi.org/10.15408/a.v8i2.22300.
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This paper studies language and translation of the term related to Covid-19. The background of this research is many new vocabularies related to Covid-19 is borrowing term. This study attempts to find answers to the following question: a) What kind of collocations are related to the term Covid-19 pandemic in English, Arabic, and Indonesian? b) How is the pattern of word order forming collocations with the term Covid-19 pandemic in English, Arabic, and Indonesian? This study addressed the emergence of new English, Arabic, Indonesian collocation related to Covid-19 using H. Men’s collocation theory. This study used newspapers, namely Republika, BBC, al-Jazeera online that show Covid-19 as the standard procedure for collecting data. This study used corpus linguistic to analyze collocation, concordance, and syntax analysis, models. The Covid-19 domain has chosen because the Indonesian term in this domain uses a lot of loanwords. The source of the data was a basic-words and compound term. The investigation informed several aspects of findings, such as identifying the pattern of collocation, borrowing, and collocation term of coronavirus concept.
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Bustang, Bustang. "THE ANALYSIS OF COLLOCATION IN DISCUSSION PAPERS AT AL MARKAZ FOR KHUDI ENLIGHTENING STUDIES (MAKES) IN MAKASSAR." KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE 1, no. 2 (December 13, 2019): 70–82. http://dx.doi.org/10.52208/klasikal.v1i2.37.
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The research is aimed to know lexical collocation in writing production committed by MAKES Member at al Markaz for Khudi Enlightening Studies (MAKES) Makassar. The result of this research is expected to give benefits for the EFL/ESL learner especially in using English collocation in all English skills. This research used descriptive qualitative method. The populaton of this research is about 30 respondents and sampling 15, period of 2015-2016. In this research the writer took only 4 selected writing productions to be analyzed. The analysis data indicated that there were lexical collocations in each informant’s writings. Although, there were a tendency of difficulty of informants to use lexical collocation type L3. These showed by the higher number of errors occurrence in this type. Moreover, the errors occurrence, in fact, mostly, affected by the lack of understanding of the using collocation, negative transfer from their native language and the improper way in assembling the two-words. It was stated that the MAKES members need to improve their English comprehensively, particularly the awareness of using the correct and effective lexical collocation in their writing production
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Quarcoo, Millicent Akosua Bosompemaa, Hamidu Alhassan, and Aikins Addae. "Verb-Noun Collocations In Newspaper Editorials In Ghana: A Corpus-Based Analysis." Contemporary Journal of African Studies 9, no. 2 (November 30, 2022): 85–119. http://dx.doi.org/10.4314/contjas.v9i2.4.
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This paper is a corpus-based study which aims at profiling the most frequent verb-noun collocations and their communicative functions in newspaper editorials in Ghana. In all, a total of 92,927 running words were culled from 220 newspaper editorials from The Ghanaian Times and The Daily Graphic, which were published in the 2016 and 2017 news years, for compilation of a specialised corpus for the study. From the collocation tab of the AntConc corpus software, sixty-seven Verb-Noun Collocations were found to constitute the most frequently occurring collocations in the newspaper editorials under study. The corpus revealed that both predictive and open Verb-Noun Collocations which alternate at the left and right sides on the collocation window span are mostly used by newspaper editorial writers in Ghana. Again, it was observed that phrasal patterns of a noun collocate differed according to its position on either the left or right side of a verb node. The semantic prosodies of the profiled verb-noun collocations revealed five major discourses which constituted the most discussed issues in the newspaper editorials published in 2016 and 2017 news years.These issues were governance, politics and elections, peace and security, law and order, and corruption.
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Chen, Lidan. "Corpus-aided Business English Collocation Pedagogy: An Empirical Study in Chinese EFL Learners." English Language Teaching 10, no. 9 (August 18, 2017): 181. http://dx.doi.org/10.5539/elt.v10n9p181.
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This study reports an empirical study of an explicit instruction of corpus-aided Business English collocations and verifies its effectiveness in improving learners’ collocation awareness and learner autonomy, as a result of which is significant improvement of learners’ collocation competence. An eight-week instruction in keywords’ collocations, with the help of AntConc and self-constructed Business English Pedagogical Corpus combined with COCA general corpus and Wikipedia corpus, was imparted to 23 undergraduate learners majoring in Business English in Guangdong University of Foreign Studies. They took the collocation competence pre-test and post-test before and after the teaching experiment which was phased into two themes and submitted learning reflective journals at the end of each theme instruction and answered a questionnaire at the final end. The data from the tests, reflective journals and questionnaire collaboratively suggest that given appropriate guidance EFL Business English learners can take a more active role in raising their collocation awareness and developing learner autonomy and thus improve their collocation competence significantly. The results from the test analysis also indicate that the corpus-aided Business English collocation pedagogy is proved to be more effective for intermediate and advanced level learners rather than lower level ones. The findings have pedagogical implications for EFL Business English instructors and learners.
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Salih, Ahmed Muhammad, and Muhammed Rajab Haji. "Collocations in the Prophetic Hadith with Reference to Their Realizations in English." Journal of Tikrit University for Humanities 27, no. 9 (November 26, 2020): 15–37. http://dx.doi.org/10.25130/jtuh.27.9.2020.25.
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Words are basic part of every language, without these words people could not keep in touch. In every language vocabulary include single word and multi-word expressions. The term collocation is among those multi-word expressions which refers to the accompanying words or words which usually occur together. This paper deals with the term of collocation in English and Arabic in general and its use in the Prophetic Hadiths in particular.The aim of this study is to introduce a theoretical background of the concept of collocation its classifications, and how it is restricted in English and Arabic languages. It also sheds light on the linguistic, cultural, and religious aspects of collocation and its relation to translation. The present study also aims at making a semantic and structural analysis of collocations in the Prophetic Hadith. Two English translations of the meaning the book hadith ( Saheeh Al Bukhari) are used in addition to the analysis of their translations of collocations. These translations are: of Muhammad Muhsin Khan (1997) and Ahmed Zidan (2014). The study is conducted on the basis of three hypotheses:1. Translators of the Prophetic Hadith have faced difficulties in rendering collocations.2. Translators do not recognize collocations in certain cases, and thus translate them as ordinary sequences of words.3. Though English and Arabic have different linguistic systems, translators of the Prophetic Hadith succeed in keeping the form and the content of some collocations.The basic findings that the researcher has arrived at are: Collocations are different semantically and structurally among languages. Secondly, there are mistranslations due to the translator's inability to transfer the figurative sense which in turn is implied in the Arabic collocations. Thirdly, linguistic, cultural, and religious differences affect the use of collocations between English and Arabic languages.
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Lu 盧慧娟, Hui-Chuan, Cai-Yu Song 宋采育, and An Chung Cheng 鄭安中. "The Spanish Collocation Tool and Its Application in Corpus-Based Study of Spanish for Teaching and Learning." Círculo de Lingüística Aplicada a la Comunicación 85 (January 19, 2021): 269–76. http://dx.doi.org/10.5209/clac.73731.
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The purpose of this paper is to introduce a developed software program called the “Spanish Collocation Tool (SCT)” and its application in related corpus-based studies. The Spanish Collocation Tool (SCT) was designed to assist with the research and analysis of Spanish collocation. The SCT allows searches of collocated elements not limited to words, but also parts of speech and lemmas. Furthermore, it can compare two collocation lists to detect any significant differences between them. In this study, this collocation tool, SCT, and a constructed L3 Taiwanese learners’ written corpus of Spanish called CEATE were combined to create efficient access to results in a systematic approach. Furthermore, by using the SCT, the pedagogical implications of the search results for the development of on-line multimedia material for learning Spanish collocations are discussed in the end.
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Saudin, Saudin, Iis Sulyaningsih, and Lina Meilinda. "THE INVESTIGATION OF PRODUCTIVE AND RECEPTIVE COMPETENCE IN V+N AND ADJ+N COLLOCATIONS AMONG INDONESIAN EFL LEARNERS." Indonesian Journal of Applied Linguistics 7, no. 1 (May 31, 2017): 189. http://dx.doi.org/10.17509/ijal.v7i1.6874.
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The important role of collocation in learners’ language proficiency has been acknowledged widely. In Systemic Functional Linguistics (SFL), collocation is known as one prominent member of the super-ordinate lexical cohesion, which contributes significantly to the textual coherence, together with grammatical cohesion and structural cohesion (Halliday & Hasan, 1985). Collocation is also viewed as the hallmark of truly advanced English learners since the higher the learners’ proficiency is, the more they tend to use collocation (Bazzaz & Samad, 2011; Hsu, 2007; Zhang, 1993). Further, knowledge of collocation is regarded as part of the native speakers’ communicative competence (Bazzaz & Samad, 2011); and lack of the knowledge is the most important sign of foreignness among foreign language learners (McArthur, 1992; McCarthy, 1990). Taking the importance of collocation into account, this study is aimed to shed light on Indonesian EFL learners’ levels of collocational competence. In the study, the collocational competence is restricted to v+n and adj+n of collocation but broken down into productive and receptive competence, about which little work has been done (Henriksen, 2013). For this purpose, 49 second-year students of an English department in a state polytechnic were chosen as the subjects. Two sets of tests (filling in the blanks and multiple-choice) were administered to obtain the data of the subjects’ levels of productive and receptive competence and to gain information of which type was more problematic for the learners. The test instruments were designed by referring to Brashi’s (2006) test model, and Koya’s (2003). In the analysis of the data, interpretive-qualitative method was used primarily to obtain broad explanatory information. The data analysis showed that the scores of productive competence were lower than those of receptive competence in both v+n and adj+n collocation. The analysis also revealed that the scores of productive and receptive competence in v+n collocation were higher than those of productive and receptive competence in adj+n collocation. The finding comes as a surprise since it turns out adj+n collocation is more problematic than v+n collocation both productively and receptively. Much research, by contrast, has reported that mistakes in v+n collocation are typical (Al-Zahrani, 1998; Nesselhauf, 2003; Liu, 1999; Sun, 2004). A conclusion has even been drawn that “v+n collocation is more difficult than adj+n collocation” (Kuo, 2009, p. 148). Though more studies are needed to support its finding, this research suggests the type of collocation deserve to get more attention from researchers.
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Bogdanovic, Vesna, and Ivana Mirovic. "Collocations and collocation types in ESP textbooks: Quantitative pedagogical analysis." Zbornik radova Filozofskog fakulteta u Pristini, no. 46-4 (2016): 445–64. http://dx.doi.org/10.5937/zrffp46-11874.
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Bahumaid, Showqi. "Collocation in English-Arabic Translation." Babel. Revue internationale de la traduction / International Journal of Translation 52, no. 2 (November 17, 2006): 133–52. http://dx.doi.org/10.1075/babel.52.2.03bah.
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Abstract Collocation is considered one of the major ‘trouble spots’ for translators. This may be ascribed to the relative difficulty in predicting the constituent elements of a collocation, the considerag ble variation in collocability across languages and the lack of adequate resources on collocation. However, few empirical studies have been made so far on the types of collocations that are parg ticularly problematic to the translator, the specific sources of the problem and the procedures that translators actually resort to in handling such collocations. This paper investigates the areas just defined with special reference to collocation in English and Arabic. A translation test involving thirty sentencegcontextualized collocations of different types was designed. The test was administered to four Arab university instructors who taught translation and did translation work for different periods of time. The participants’ performance in the test was considerably low. A detailed analysis of the problem was conducted and the findg ings were then reported. It is hoped that a study of this kind would provide essential feedback for translation teachers and syllabus designers. Résumé La collocation est considérée comme un des principaux «points névralgiques » pour les traducg teurs. Cela peut s’expliquer par la difficulté relative qu’il y a à prévoir les éléments constitutifs d’une collocation, aux variations considérables de collocabilité entre langues et au manque de ressources adéquates en matière de collocation. Toutefois, peu d’études empiriques ont été efg fectuées jusqu’à présent en ce qui concerne les types de collocations qui s’avèrent particulièreg ment problématiques pour le traducteur, les sources spécifiques du problème et les procédures auxquelles les traducteurs ont effectivement recours pour les traiter. Cet article étudie les domaines que nous venons de définir et se réfère en particulier à la colg location en anglais et en arabe. Un test de traduction a été élaboré, comprenant trente collocag tions de différents types, replacées dans un contexte de phrases. Nous avons fait passer ce test à quatre assistants d’université arabes qui enseignaient la traduction et effectuaient des travaux de traduction à différentes époques. Les résultats obtenus par les participants au test étaient exg trêmement faibles. Une analyse détaillée du problème a été effectuée et les conclusions ont fait l’objet d’un rapport. Nous espérons qu’une étude de ce type fournira des informations esseng tielles aux professeurs de traduction et aux concepteurs de programmes d’ enseignement.
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Dryjańska, Agnieszka. "Patrimoine vs. dziedzictwo – interculturality in French language teaching." tekst i dyskurs - text und diskurs, no. 13 (2020) (December 30, 2020): 175–93. http://dx.doi.org/10.7311/tid.13.2020.09.
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The subject of this paper is a corpus analysis of patrimoine in contrastive perspective with its Polish equivalent dziedzictwo within the framework of the intercultural approach in French language teaching. Its purpose will be to reveal the semantic differences and similarities of these two words in terms of the results provided by the frequency and collocation analysis based on the Polish National Corpus, the French Corpus Frantext and Corpora Collection of Leipzig University. The study showed that one of the strongest and most frequent collocations, indicated by different collocation measures, for both Polish and French, is cultural heritage (Fr. patrimoine culturel, Pl. dziedzictwo kulturowe). Typical Polish collocations are national heritage and Christian heritage, while in French these are patrimoine artistique et patrimoine touristique.
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Almela-Sánchez, Moisés. "Collocation and Selectional Preferences: A Frame-based Approach." Journal of English Studies 17 (December 18, 2019): 3. http://dx.doi.org/10.18172/jes.3905.
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Most of the research conducted into collocation and semantic frames has dealt with these phenomena separately. The study of collocation has not figured prominently in the research agenda of frame semantics, and frame semantics has only sporadically been used as an analytical framework for collocation. This article is a contribution to narrowing the gap between the two fields. It does so by addressing key issues in the design of a frame-based approach to collocation, with a special focus on the relation between collocational patterns and semantic valency, and by providing arguments for the efficacy of the frame-semantic theoretical apparatus in explaining verb-adjective links that are not accounted for by the existing models of collocation. The methodology combines lexicographic resources as well as quantitative and qualitative analysis of examples and data from an English web corpus (ukWaC).
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Lototska, Nataliia. "STATISTICAL ANALYSIS OF COLLOCATIONS OF THE CONCEPT JOY IN R. IVANYCHUK’S TEXT CORPUS." Scientific Journal of Polonia University 37, no. 6 (May 1, 2020): 92–98. http://dx.doi.org/10.23856/3709.
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The paper includes a review of scientific works on the importance of corpus and quantitative methods, the problem of connectivity and the ways of collocation study. The article deals with the study of collocations of the emotion JOY in writer’s Text Corpus by the means of statistical methods in modern linguistics. From the point of view of language system described collocations are presented in various structural-semantic forms in author’s idiolect. Meanwhile statistical research represents a list of collocations organized according to absolute and relative frequency and association measures such as T-score and MI-score.
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Zanna, A. "Collocation and Relaxed Collocation for the Fer and the Magnus Expansions." SIAM Journal on Numerical Analysis 36, no. 4 (January 1999): 1145–82. http://dx.doi.org/10.1137/s0036142997326616.
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Muthalib, Kismullah Abdul, Siti Rahmah, and Zulfadli A. Aziz. "Acehnese lexical and grammatical collocations of the North Aceh dialect." Studies in English Language and Education 9, no. 2 (May 23, 2022): 832–50. http://dx.doi.org/10.24815/siele.v9i2.22680.
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This research dealt with collocations used in the North Aceh dialect. It analyzed the part of speech categories into which collocations of the North Aceh dialect can be grouped. This research focused on the grammatical collocations and lexical collocations used in the Blang Mee village of Bireuen District, Aceh, Indonesia. This is a descriptive qualitative using case study looking into the villagers’ use of Acehnese collocations. Six Acehnese speakers were selected as the language informants. They were fifty years old or above and never traveled or lived outside of Blang Mee. Data were extracted from interviews with these speakers who were asked to discuss general topics in Acehnese. The analysis was performed using a framework on collocation categories by Benson et al. The results of the analysis showed both lexical and grammatical collocations used by speakers in North Aceh. Lexical collocations were found in the forms of verb (denoting creation or activation) + noun combinations, verb (meaning eradication or nullification) + a noun, adjective + noun combinations, noun + verb combinations, noun + noun combinations, adverb + adjective combinations, and verb + adverb combinations. Grammatical collocations came in the following combinations: noun + preposition combinations, adjective + preposition combinations, preposition + noun combinations, and collocational verb patterns. The collocations used by the North Aceh dialect speakers indicate the uniqueness of their dialect within other dialects spoken by the Acehnese.
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Russell, Robert D., and Weiwei Sun. "Spline Collocation Differentiation Matrices." SIAM Journal on Numerical Analysis 34, no. 6 (December 1997): 2274–87. http://dx.doi.org/10.1137/s0036142994277985.
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Wang, Feng (Robin), and Philippe Humblé. "Analysis of the Buddhist Conversion of Great Sage." Chinese Semiotic Studies 14, no. 4 (November 27, 2018): 505–27. http://dx.doi.org/10.1515/css-2018-0028.
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AbstractAs one of the four great classical novels of Chinese literature,The Journey to the Westnarrates a legendary Buddhist pilgrimage. Until now, the religious conversion in the novel remains much less explored by academia. We propose an innovative approach to addressing this shortfall by conducting a corpus-based investigation into the characterization of the protagonist “Great Sage.” We use the corpus tools BFSU PowerConc 1.0 and LancsBox v.2.0.1 to calculate and visualize the collocation networks of Great Sage: for one thing, to contextualize the complex interactions between him and the external environment; for another, to define and compare different phases of the character’s evolution. The collocational networks are derived by means of a quantitative approach, i.e. a mutual information (MI) score with collocation cutoff values. This lays an objective foundation for a subsequent qualitative interpretation of how the protagonist’s identity is forged in his conversion. Further, some associated literary and theological scholarships are woven into our text-based analysis.
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Reale, Tony, Bomin Sun, Franklin H. Tilley, and Michael Pettey. "The NOAA Products Validation System (NPROVS)." Journal of Atmospheric and Oceanic Technology 29, no. 5 (May 1, 2012): 629–45. http://dx.doi.org/10.1175/jtech-d-11-00072.1.
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Abstract The following report summarizes the NOAA Products Validation System (NPROVS), operated at the NOAA National Environmental Satellite, Data, and Information Service (NESDIS) Center for Satellite Applications and Research (STAR). NPROVS provides centralized collocation and intercomparison of multiple suites of satellite-derived atmospheric sounding products, global operational radiosonde and dropsonde observations, and numerical weather prediction (NWP) data. The report addresses the screening and processing of radiosonde and dropsonde data, the method of collocating to the respective satellite product data, and perceived characteristic differences among the respective satellite products. The analysis of characteristic tendencies among the satellite products underscores the need for absolute consistency when compiling validation datasets of respective satellite, ground target, and NWP observations in order to minimize the varying degrees of inherent differences among these systems. The access and collocation of sonde and satellite observations occur on a daily basis with the routine archiving of all collocated data at STAR. The minimum requirement for retaining a given sonde is that the collective temperature and moisture profiles extend vertically at least 5 km without a gap. Retained reports are further processed including analysis to identify suspicious observations, temperature and moisture profile features, and impacts when applying sampling constraints. The collocation approach is optimized for each satellite system to select a single “closest” sounding from each satellite that lies within 6 h and 250 km of a given sonde. The NPROVS analytical and graphical interface provides a dual troubleshooting function to assure the integrity of collocations and validation function for intercomparing the satellite products. Results indicate notable differences in the perceived characteristic of the products systems with seasonal tendencies.
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Reynolds, Barry Lee, and Mark Feng Teng. "Innovating teacher feedback with writing activities aimed at raising secondary school students’ awareness of collocation errors." Studies in Second Language Learning and Teaching 11, no. 3 (September 13, 2021): 423–44. http://dx.doi.org/10.14746/ssllt.2021.11.3.6.
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The study examined the types of written corrective feedback given by second language writing teachers on Taiwanese secondary school students’ collocation errors. First, the written corrective feedback that teachers provided on learners’ word choice errors was examined to uncover the types of feedback provided. Then, analysis focused on verb–noun collocations to draw attention to how students had been receiving different types of written corrective feedback from teachers on a single collocation error type. Results showed that some sentences tagged as including word choice errors only contained rule-based errors. Furthermore, for verb-noun collocation errors, teachers chose to provide indirect and direct feedback almost equally at the expense of metalinguistic feedback. Based on the results, we suggested options for second language writing teachers when providing feedback on word choice errors.
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Vogelzang, Jur, and Ad Stoffelen. "On the Accuracy and Consistency of Quintuple Collocation Analysis of In Situ, Scatterometer, and NWP Winds." Remote Sensing 14, no. 18 (September 12, 2022): 4552. http://dx.doi.org/10.3390/rs14184552.
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The accuracy and consistency of a quintuple collocation analysis of ocean surface vector winds from buoys, scatterometers, and NWP forecasts is established. A new solution method is introduced for the general multiple collocation problem formulated in terms of covariance equations. By a logarithmic transformation, the covariance equations reduce to ordinary linear equations that can be handled using standard methods. The method can be applied to each determined or overdetermined subset of the covariance equations. Representativeness errors are estimated from differences in spatial variances. The results are in good agreement with those from quadruple collocation analyses reported elsewhere. The geometric mean of all solutions from determined subsets of the covariance equations equals the least-squares solution of all equations. The accuracy of the solutions is estimated from synthetic data sets with random Gaussian errors that are constructed from the buoy data using the values of the calibration coefficients and error variances from the quintuple collocation analysis. For the calibration coefficients, the spread in the models is smaller than the accuracy, but for the observation error variances, the spread and the accuracy are about equal only for representativeness errors evaluated at a scale of 200 km for u and 100 km for v. Some average error covariances differ significantly from zero, indicating weak inconsistencies in the underlying error model. Possible causes for this are discussed. With a data set of 2454 collocations, the accuracy in the observation error standard deviation is 0.02 to 0.03 m/s at the one-sigma level for all observing systems.
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Yunianti, Sofi, Idhoofiyatul Fatin, and Sulton Dedi Wiajaya. "Collocation Analysis in Twelve Grade English Textbook." ELTICS : Journal of English Language Teaching and English Linguistics 7, no. 2 (August 3, 2022): 176–84. http://dx.doi.org/10.31316/eltics.v7i2.3029.
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Learning foreign language needs several ways. One of the ways is collocation. Collocation is considerably prominent in learning foreign language due to the influence in language comprehension. The high proficiency in collocation reflects high proficiency in foreign language comprehension. It is therefore this study aims to scrutinize the collocation which used in twelve grade English Textbook. this study applied corpus software, namely antconc. the first step for collecting the data, was changing the data from pdf to txt and process it in antcont for finding the top twenty wordlist. Then, find the top twenty sentences based on the lexical which find from wordlist. Based on the antcont process, the finding illustrates that only two types of collocation which occurred in twelve grade English textbook. It can be reflected that twelve grade English textbook limited provided collocation. Although, it is very crucial as learning material plays significant role in teaching learning process. As a result, this study is estimated to gain insight about in teaching English as foreign language, especially teaching media in textbook.
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Klochikhin, Vitaliy. "Development of collocational competence of students on the basis of electronic linguistic corpus." Tambov University Review. Series: Humanities, no. 179 (2019): 69–80. http://dx.doi.org/10.20310/1810-0201-2019-24-179-69-80.
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We discuss the use of the linguistic corpus as a means for the development of collocational competence of students. We reveal the contents of the concepts of “lexis” and “lexical skill”. Lexical skills are divided into receptive (word perception) and productive (word use). We distin-guish the operations that underlie the lexical skill and the stages of the formation of the lexical skill. We define the skills for attaining mastery of language competence in high school students, according to the main general education program in the “English language” profile. In accordance with the modern trends of education computarization, the skill of working with corpus technology is worth to notice. In connection with the rapid development of a foreign language, there are doubts about the relevance of lexical data of educational literature, since its creation takes more than a year. Therefore, the electronic linguistic corpus is seen as the most effective means in solv-ing the problems of learning foreign language vocabulary. We review and analyze the definitions of the linguistic corpus and concordance given by previous researchers. Based on the analysis of previous works on this topic, the following didactic features of the electronic linguistic corpus are highlighted and described: a) multilingualism; b) the ability to search for specific information; c) contextual search results; d) the diversity of functional text types; e) sorting the search results; f) the relevance of the text data; g) accessibility on the Internet. In addition to the didactic features above, we add multi-level resources feature. The methodological functions of the linguistic corpus that determine its use in foreign language vocabulary teaching are identified. Collocation is singled out as a lexical unit, which plays the most significant role in the construction of the speaker's speech. Paper reveals the meaning of the terms “collocation” and “collocational competence”. After analyzing the scientific literature, we establish that knowledge of collocations increases the fluency and diversity of speech, which are necessary requirements in the modern communicative approach in teaching foreign language. The need to study collocations determines the development of collocational competence.
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Alfiandita, Odilia Listya, and Priyatno Ardi. "Collocations in the English LKS Books for Senior High School Students." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 4, no. 2 (May 14, 2020): 213. http://dx.doi.org/10.21093/ijeltal.v4i2.463.
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This article investigates the types and variations of collocations used in English Lembar Kerja Siswa (LKS) books for senior high school students. The researchers employed corpus analysis in conducting this study. Data were collected from five English LKS books for grade X, XI, and XII Senior High School (SMA/SMK/MA). AntConc 3.5.8 was used to extract the data, which were then analyzed to find out the types and variations of collocations in the books. The findings revealed that the books consisted of Grammatical G1 (1804 tokens), Grammatical G2 (1 token), Grammatical G3 (423 tokens), Grammatical G4 (4664 tokens), Grammatical G5 (1 token), Grammatical G7 (34 tokens), Lexical L1 (3889 tokens), Lexical L3 (533 tokens), Lexical L4 (687 tokens), Lexical L5 (4 tokens), and Lexical L7 (2 tokens) collocations. Grammatical G4 collocation was mostly found in the LKS books. Furthermore, the collocation types in the English LKS books by grade levels were not various. The researchers suggest that English teachers should introduce collocations in their teaching to help the students to acquire the natural use of English.
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Bilić, Viktorija. "Deutschamerikanische Zeitungskorpora (1845–1860): Eine Kollokationsstudie." Lebende Sprachen 67, no. 2 (November 1, 2022): 311–41. http://dx.doi.org/10.1515/les-2022-1007.
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Abstract This paper focuses on a collocation study of a historical newspaper corpus for the years between 1845 and 1860. After defining the meaning of collocations for the purpose of the study, the creation of the historical newspaper corpus as well as the method of data analysis is described. The main part of the contribution is then dedicated to a content analysis of the collocations found in a corpus of mid-19th century German-American newspapers.
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Yang, Judy P., and Wan-Ting Su. "Investigation of Radial Basis Collocation Method for Incremental-Iterative Analysis." International Journal of Applied Mechanics 08, no. 01 (February 2016): 1650007. http://dx.doi.org/10.1142/s1758825116500071.
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We propose an incremental-iterative algorithm by using the strong form collocation method for solving geometric nonlinear problems. As nonlinear analyses concerning large deformation have been relied on the weak form-based methods such as the finite element methods and the reproducing kernel particle methods, the recently developed strong form collocation methods could be new research directions in that the mesh control and quadrature rule are abandoned in the collocation methods. In this work, the radial basis collocation method is adopted to perform the nonlinear analysis. The corresponding parameters affecting the deformation paths such as the increment of applied traction and shape parameter of the radial basis function are discussed. We also investigate the possibility of using the weighted collocation methods in the nonlinear analysis.
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Abd-Elkawy, Mohamed A., and Rubayyi T. Alqahtani. "SPACE-TIME SPECTRAL COLLOCATION ALGORITHM FOR THE VARIABLE-ORDER GALILEI INVARIANT ADVECTION DIFFUSION EQUATIONS WITH A NONLINEAR SOURCE TERM." Mathematical Modelling and Analysis 22, no. 1 (January 11, 2017): 1–20. http://dx.doi.org/10.3846/13926292.2017.1258014.
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This paper presents a space-time spectral collocation technique for solving the variable-order Galilei invariant advection diffusion equation with a nonlinear source term (VO-NGIADE). We develop a collocation scheme to approximate VONGIADE by means of the shifted Jacobi-Gauss-Lobatto collocation (SJ-GL-C) and shifted Jacobi-Gauss-Radau collocation (SJ-GR-C) methods. We successfully extend the proposed technique to solve the two-dimensional space VO-NGIADE. The discussed numerical tests illustrate the capability and high accuracy of the proposed methodologies.
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Buendía Castro, Miriam, and Pamela Faber. "Collocation Dictionaries: A Comparative Analysis." MonTI. Monografías de Traducción e Interpretación, no. 6 (2014): 203–35. http://dx.doi.org/10.6035/monti.2014.6.7.
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Durrant, Philip. "Corpus frequency and second language learners’ knowledge of collocations." International Journal of Corpus Linguistics 19, no. 4 (October 25, 2014): 443–77. http://dx.doi.org/10.1075/ijcl.19.4.01dur.
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Tests of second language learners’ knowledge of collocation have lacked a principled strategy for item selection, making claims about learners’ knowledge beyond the particular collocations tested difficult to evaluate. Corpus frequency may offer a good basis for item selection, if a reliable relationship can be demonstrated between frequency and learner knowledge. However, such a relationship is difficult to establish satisfactorily, given the small number of items and narrow range of test-takers involved in any individual study. In this study, a meta-analysis is used to determine the correlation between learner knowledge and frequency data across nineteen previously-reported tests. Frequency is shown to correlate moderately with knowledge, but the strength of this correlation varies widely across corpora. Strength of association measures (such as mutual information) do not to correlate with learner knowledge. These findings are discussed in terms of their implications for collocation testing and models of collocation learning.
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López Pérez, Sidoní, and Hanane Benali Taouis. "Analysis of noun (direct object) collocations with the high-frequency verb DO by Spanish students in an online learner corpus." Complutense Journal of English Studies 27 (October 4, 2019): 99–120. http://dx.doi.org/10.5209/cjes.63337.
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This paper analyzes noun (direct object) collocations with the high-frequency verb do by Spanish university students in a computerized learner corpus that includes 155 participants and a total of 246 writing samples. The corpus includes the students' spontaneous written contributions to a compulsory online forum from the nonlinguistic subject, ICT Tools Applied to the Learning of English, included in the curriculum of the Degree in Early Childhood Education at Universidad Internacional de La Rioja (UNIR), from 2014-2015 to 2015-2016. The analysis reveals that these learners produce collocation errors with the high-frequency verb do in two different cases: 1) when they use do instead of make; and, 2) when they make use of do as an alternative to other verbs. Results show different underlying factors which are clearly interrelated. First, the students have problems to differentiate between do and make. Second, they make use of do with delexical constructions that require make and with causative make structures. Third, they make use of patterns from their mother tongue which are not always accurate in English. Finally, the students show low collocational awareness and competence. All these aspects suggest pedagogical implications for the teaching and learning of collocations with do which are also included in the paper.
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Delgado, Jorge, and J. M. Peña. "Optimal Conditioning of Bernstein Collocation Matrices." SIAM Journal on Matrix Analysis and Applications 31, no. 3 (January 2010): 990–96. http://dx.doi.org/10.1137/080737976.
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Diogo, Teresa, and Gennadi Vainikko. "APPLICABILITY OF SPLINE COLLOCATION TO CORDIAL VOLTERRA EQUATIONS." Mathematical Modelling and Analysis 18, no. 1 (February 1, 2013): 1–21. http://dx.doi.org/10.3846/13926292.2013.756072.
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We study the applicability of the standard spline collocation method, on a uniform grid, to linear Volterra integral equations of the second kind with the so-called cordial operators; these operators are noncompact and the applicability of the collocation method becomes crucial in the convergence analysis. In particular, piecewise constant, piecewise linear and piecewise quadratic collocation methods are applicable under wide, quite acceptable conditions. For higher order spline collocation, it is more complicated to carry out an analytical study of the applicability of the method; however, a numerical check is rather simple and this is illustrated by some numerical examples.
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SRDANOVIĆ, Irena. "Corpus-based collocation research targeted at Japanese language learners." Acta Linguistica Asiatica 4, no. 2 (December 31, 2014): 25–36. http://dx.doi.org/10.4312/ala.4.2.25-36.
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This paper discusses corpus-based research on collocations, introduces various tools for querying and extracting Japanese collocations and presents an analysis of Japanese collocations using language corpora and related tools. First, major corpus query tools such as Sketch Engine, NINJAL-NLP, Natsume, Chunagon, which can be used by learners and teachers of Japanese language, are briefly described. Focus then shifts to adjectival and nominal collocates and the resource "Collocation data of adjectives and nouns" which consists of adjective headwords and their nominal collocates extracted from two large corpora, BCCWJ and JpTenTen: 500 adjectives and 9,218 collocate nouns, and 500 adjectives and 23,220 collocate nouns from each corpus respectively. Finally, it is shown that corpus-based resources can be used in the creation of reference materials for learners of the Japanese language. The benefits of empirical research into collocations are also shown by comparing the obtained results with collocations in textbooks for Japanese as foreign language.
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Wei, Yipu, Dirk Speelman, and Jacqueline Evers-Vermeul. "Applying Collocation Analysis to Chinese Discourse: A Case Study of Causal Connectives." Lingua sinica 6, no. 1 (January 1, 2020): 1–24. http://dx.doi.org/10.2478/linguasinica-2020-0004.
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Abstract Collocation analysis can be used to extract meaningful linguistic information from large-scale corpus data. This paper reviews the methodological issues one may encounter when performing collocation analysis for discourse studies on Chinese. We propose four crucial aspects to consider in such analyses: (i) the definition of collocates according to various parameters; (ii) the choice of analysis and association measures; (iii) the definition of the search span; and (iv) the selection of corpora for analysis. To illustrate how these aspects can be addressed when applying a Chinese collocation analysis, we conducted a case study of two Chinese causal connectives: yushi ‘that is why’ and yin’er ‘as a result’. The distinctive collocation analysis shows how these two connectives differ in volitionality, an important dimension of discourse relations. The study also demonstrates that collocation analysis, as an explorative approach based on large-scale data, can provide valuable converging evidence for corpus-based studies that have been conducted with laborious manual analysis on limited datasets.
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Cigan, Vesna. "Collocations and Term Variation in Mechanical Engineering Discourse." Fluminensia 30, no. 2 (2018): 99–120. http://dx.doi.org/10.31820/f.30.2.3.
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Terminological collocations1 are one of the most typical and very frequent units of representation of concepts in many disciplines. Although traditionally considered to be unwelcome in terminology, synonymy is amply present in specialized languages. Consequently, the same phenomenon is reflected in terminological collocations. This paper aims to investigate synonymous collocations extracted from mechanical engineering texts in terms of the most frequent and relevant types of denominative variation in the selected English collocations as well as of their equivalents in German and Croatian. The analysis of variations in terminological collocations gives insight into the (non)substitutability of collocation constituents as one of the major characteristics of collocations. Extracted collocations are analysed within a two-tier framework structured at a paradigmatic and a syntagmatic level, which allows for the identification of the three types of term variation: morphological, syntagmatic and semantic. Focusing on the collocations with the structure noun + noun and adjective + noun the results show that constituents of both syntactic structures allow substitution. The denominative variants are prevalent in adjective + noun collocations in which synonymous lexical elements functioning as collocates do not entail a concept change (admissible load ↔ allowable load). Lexeme substitutions are also annotated in noun + noun collocations expressing a slightly different dimension or facet of the concept (face gear vs. crown gear vs. crown wheel). The majority of German equivalents are nominal compounds that outnumber their morphological variants offering multiple equivalences.
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Muradyan, Gayane. "The Syntagmatics of Noun Collocations in English." Armenian Folia Anglistika 3, no. 1 (3) (April 16, 2007): 57–60. http://dx.doi.org/10.46991/afa/2007.3.1.057.
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The analysis of the syntagmatic relations of collocations allows clarifying the regulated constant semantic structures which are typical of the given language unit, in this case of the noun. The functional motivation of the whole structure in noun collocations in English is conditioned by the other constituents of the collocation, rather than of the noun itself. They help perceive the general semantic nuances, as well as the metaphoric meaning and different degrees of directness of the given language unit.
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Harta, I. Gede Widi, Indri Wirahmi Bay, and Sri Widyarti Ali. "An Analysis of Lexical Collocation Errors in Students’ Writing." TRANS-KATA: Journal of Language, Literature, Culture and Education 2, no. 1 (November 29, 2021): 15–25. http://dx.doi.org/10.54923/transkata.v2i1.18.
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Mastering lexical collocation uses in learning English as a foreign language is absolutely essential to develop students’ communicative skills and linguistic abilities. Most students, however, have problems with putting words together in a characteristic of “natural” English native speaker-like manner during writing. Students tend to use strange lexical collocation expressions therefore students’ language production does not sound natural and carries imprecise meaning. With regard to this underlying issue, the main emphasis of the current study was lying on the investigation of the types and the causes of lexical collocation error committed by EFL students in their argumentative writing. Through a qualitative research approach applying a descriptive-analytic method, sixteen university students were chosen purposively. The data were collected from two principal sources i.e., students’ writing samples and semi-structured interviews. In terms of data analysis technique, this study employed an error analysis technique developed by Ellis (1994) to analyze the obtained lexical collocation errors and applied a content analysis technique provided by Kumar (2011) to analyze the interview results. The study revealed 54 erroneousness of lexical collocation production consisting of verb + noun/pronoun (PP), adjective + noun, adverb + adjective, noun + noun, and verb + adverb combination. These errors were caused by a lack of collocation competence, native language influence, the use of synonym, overgeneralization, and approximation.